Picture Books - d3ddkgxe55ca6c.cloudfront.net · Picture Books . Page 2 of 65. ... sensory collage, eg, using rough material for a tree trunk, fur for animals, etc. ... they are describing

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Picture Books

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class vote.

Danny McGee Drinks The Sea by Andy Stanton and illustrated by Neal Layton

• Lesson Plan 1o Resource sheet 1: What would Danny say?o Resource sheet 2: My new creature

• Lesson Plan 2o Resource sheet 1: Thought bubbleso Resource sheet 2: Danny McGee’s placeso Resource sheet 3: Story board

• Lesson Plan 3o Resource sheet 1: Amazing alphabeto Resource sheet 2: Mindmapo Resource sheet 3: 1, 2, 3 for Danny McGee

• Curriculum links

Eat Your People by Lou Kuenzler and illustrated by David Wojtowycz

• Lesson Plan 1o Resource sheet 1 - Sort the foodo Resource sheet 2: My healthy plate o Resource sheet 3: A monster’s plate

• Lesson Plan 2o Monster family and madnesso Resource sheet 2: Monster madness solutions o Resource sheet 3: Design a problem

• Lesson Plan 3o Resource sheet 1: Montyo Resource sheet 2: Monster mayhemo Resource sheet 3: Me


See the ‘How to Vote Teacher Pack’ for voting cards and information on how to hold a Lollies

https://education.scholastic.co.uk/resources/390641

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Oi Dog! by Kes and Claire Gray and illustrated by Jim Field

• Lesson Plan 1 o Resource sheet 1: Animals o Resource sheet 2: Rhyming words o Resource sheet 3: My new rhymes o Resource sheet 4: Rhyming sentences

• Lesson Plan 2

o Resource Sheet 1.1: Habitats 1 o Resource Sheet 1.2: Habitats 2 o Resource Sheet 1.3: Habitats 3 o Resource Sheet 2: Animal fact file o Resource Sheet 3: Froggy endings

• Lesson Plan 3

o Resource Sheet 1: Animal cut-outs o Resource Sheet 2: Other animals o Resource Sheet 3: Block graph o Resource Sheet 4: Class block graph


The Prince of Pants by Alan MacDonald and illustrated by Sarah McIntyre

• Lesson Plan 1 o Resource sheet 1: Said o Resource sheet 2: Where are my pants?

• Lesson Plan 2

o Resource Sheet 1.1: Design a new item of clothing (hat) o Resource Sheet 1.2: Design a new item of clothing (t’shirt) o Resource Sheet 1.3: Design a new item of clothing (dress) o Resource Sheet 2: My special present

• Lesson Plan 3

o Resource Sheet 1: Whose pants? o Resource Sheet 2: Hide the pants o Resource Sheet 3: Pants clues o Resource Sheet 4: Find the pants


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Danny McGee Drinks The Sea by Andy Stanton and illustrated by Neal Layton Objectives

• To use different art media to create a collage of different habitats • To describe different habitats according to texture of surfaces

Outcomes

• Children will be able to use different media to create texture • Children will be able to create collages of habitats based on a description of a habitat • Children will be able to write about a habitat using adjectives and facts

Resources

• Danny McGee Drinks The Sea by Andy Stanton and illustrated by Neal Layton book • Resource sheet 1: What did Danny say? • Resource sheet 2: My new creature • Different materials for collage showing different textures • Scissors, glue, large sheets of paper

Lead in Read the story until the page where it states: “I’m just getting started,” said Danny McGee. Pause and ask what the sea was like and what creatures might be found in the sea. Would there be any creatures that could survive without living in the sea? Then ask the children what else Danny might swallow after he’d swallowed the sea. (Do not show them the page which shows Danny eating a tree.) Make notes on a whiteboard for the children to refer back to later when completing the task. Then read on until it states “...and he swallowed the jungles, he did it with glee.” Ask the children about what places Danny swallowed, eg, a tree in a forest, mountains where people can ski, sand maybe where a desert is or a beach, jungles like rainforests etc. What do they know about the different places?

Choose one of the places, eg, a jungle, and make notes on the whiteboard about all the things that Danny could have swallowed there. Ask the children about the types of animals, reptiles, birds, amphibians that they might know about. Also ask what types of trees, bushes and flowers might be in the jungle. Make a mindmap of these on a whiteboard. Task Working in small groups, children can create a large collage of a habitat that Danny might eat; jungle, mountain, forest, sea, town/city, river, desert, etc. showing the plant life and animal life that is found there. They need to use different types of media to create a textured, sensory collage, eg, using rough material for a tree trunk, fur for animals, etc. Alternatively, the whole class could work on a class collage of one habitat, each child or small group working on one aspect of the habitat.

Using Resource sheet 1: What did Danny say? Children to write some sentences in the speech bubbles about the things that Danny might have said about the habitat, eg, ‘And he swallowed the mountains, all covered in ice.’ Children needing more support could use some of the sentences from the book to help them. Extension Using the page with the explanation of a Swee on it, the children need to make up some creatures of their own that might live in the same habitat. Resource sheet 2: My new creature, will help provide a structure for this.

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What would Danny say?

In the speech bubbles write some things that Danny might have said about the habitat.

Lesson 1: Resource Sheet 1

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

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My new creature

Draw a picture of your own new animal. The Swee can be used to help you.

In the speech bubbles write some descriptions of the creature. For example; what it eats, how many eyes it has, whether it has fur or something else, number of legs and so on.


____________________________________________________________________

_______________________________________________________________

____________________________________________________________________

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Objectives

• To locate places on maps • To use rhyming words and adjectives to describe a place • To write sentences to produce a version of a place that Danny swallows

Outcomes

• Children will be able to use maps and globes to locate places • Children will be able to use their phonic knowledge of rhymes to describe a place • Children will be able to write simple sentences to describe a place they may know • Children may be able to write a simple story with actions for a new part of the story

Resources

• Danny McGee Drinks The Sea by Andy Stanton and illustrated by Neal Layton book • A globe • A map of the world • A map of the UK • A map of the locality • Map pins • Google Earth (will need downloading prior to the lesson) • Resource sheet 1: Thought bubbles • Resource sheet 2: Danny McGee’s places • Resource sheet 3: Storyboard • Voice recorders/ video cameras

Lead in With the children, list the things that Danny swallowed. Focus on the two pages ‘And he swallowed America…’ to ‘and he swallowed up London, chim chim cher-ee!’ Ask the children what other places, towns, cities, countries, might Danny swallow. What places might the children have visited on holiday or what places might the children have also lived? Make a list on the board about all the places the children know about. Using a large globe or a large world map, get the children to try to ‘guess’ where the places might be (if it has been decided to look at the locality or just the United Kingdom then use a large UK map or a map of the locality instead). Put a map pin or a sticker (stating the place name) onto the area where the children think the place is located. Then take a closer look to see if the children are accurate about where the places are. (Using Google Earth or other such online maps projected onto the interactive board may also help the children to see places in context.) The classroom could be set up like an aeroplane or coach and the children could go on a journey to each of the places named. Cont…

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…cont. Task Discuss with the children a place that Danny might swallow, such as France, and write this on the whiteboard. Can they think of any words that might rhyme with France, eg, prance, dance, lance. Get the children to use Resource sheet 1 with the thought bubbles to write their rhyming word ideas down and stick this around the place name. Some children may need support to write their ideas down. Discuss with the children which are actual rhyming words and use these for the next part. On a whiteboard get the children to write down a sentence, eg, Danny swallowed up France, where everyone danced. In small groups, with a leading adult, get the children to choose a different place and come up with rhyming words for that place. They then need to come up with sentences about what Danny swallowed and finish the sentence off with a second part to describe the place. To provide further support with structure, the children can use Resource sheet 2: Danny McGee’s places. Extension The children need to come up with their own short story about Danny McGee with actions. They could base the story around themselves. Resource sheet 3: Storyboard will also provide some structure. They can use voice recorders and/or video cameras to record their stories.

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Thought bubbles

Can you think of any words that might rhyme with France, such as prance, dance, lance? Write your rhyming word ideas down in these thought bubbles.


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Danny McGee’s places

Here are some place names and some rhyming words to go with them.

Now think of some of your own.


Spain

rain

cane

Leeds

seeds

weeds

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Storyboard

Think of a short story involving Danny and what he swallowed. Use the storyboard below to help you.


START

THE END

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Danny McGee Drinks The Sea by Andy Stanton and illustrated by Neal Layton Objectives

• To use the knowledge of the alphabet to order objects • To describe objects using adjectives • To write simple sentences using description of objects

Outcomes

• Children will be able to order objects according to their initial sounds of the alphabet • Children will be able to describe an object according to what it might look like, sound like, feel like or smell like • Children will be able to write simple sentences about the story for a new version • Children will be able to order simple sentences (with help) according to the alphabetical order of the object

they are describing • Some children will be able to use the extension activity to complete written maths problems

Resources

• Danny McGee Drinks the Sea book • Objects/pictures for letters of the alphabet • Resource sheet 1: Amazing alphabet • Resource sheet 2: Mindmap of an object • Resource sheet 3: 1, 2 and 3 for Danny McGee

Lead in Look at the pages in the book ‘And he swallowed the alphabet A, B and C and he swallowed the numbers 1, 2 and 3.’ Discuss with the children what Danny swallowed from the pictures. Take one of the pictures, eg, a watch, and ask the children how they could describe it, for example ‘tick tock’. Put a sentence together about Danny, such as ‘He swallowed a watch which went tick tock’. Task The children need to sort some objects into alphabetical order, eg, apples, bananas, etc. Resource sheet 1: Amazing alphabet, can be used instead of actual objects.

Using Resource sheet 2: Mindmap of an object, help the children to come up with descriptions of a particular object, using their senses.

The children then need to use some of the pictures, objects or their own ideas to write sentences describing the things Danny might have swallowed, for example ‘An apple is green, hard, smooth’. The children can use another copy of Resource sheet 2: Mindmap of an object, to help them come up with lots of different adjectives to describe the object. Cont…

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…cont. Next, the children need to put together a class poem/story for an alphabet story of the things that Danny swallowed. It has to be in the correct order of the alphabet, such as:

He swallowed an apple, it was green as can be He swallowed a beaver, it was furry and eager

Extension The children can look at numbers of objects, eg, 1 apple, 2 blocks, and make some calculations in number bonds for the things that Danny could eat. Use Resource sheet 3: 1, 2 and 3 for Danny McGee to make some written calculations. Can they solve the problem of what they might choose to add up to 5, 10, 20 and even 100?

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Amazing alphabet

Use all or some of the cards depending on the class or setting.


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Mindmap of an object

Choose one of the objects that Danny swallowed. On the mindmap below draw or write what it was like using your senses.


What object did Danny swallow?

_____________________

It smells like…

It looks like…

It tastes like…

It sounds like…

It feels like…

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1, 2 and 3 for Danny McGee

Danny ate lots of different things. Using the chart below, can you make some calculations to help Danny know how much he has eaten?

1 2 3 4 5 6 7 8 9 10

+ = 5

1 4

How many ways can you make 5 or 10 or 20 or even 100? Write or draw your calculations in the boxes below.


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Danny McGee Drinks The Sea by Andy Stanton and illustrated by Neal Layton Early Years Communication and Language

● Children listen attentively in a range of situations. ● Children listen to stories, accurately anticipating key events and respond to what they hear with relevant

comments, questions and actions. ● Children express themselves effectively. ● Children develop their own narratives and explanations by connecting ideas or events. ● Children follow instructions involving several ideas or actions. They answer ‘how’ and ‘why’ questions about

their experiences and in response to stories or events.

Early Years Physical Development ● Children show good control and co-ordination in large and small movements. They move confidently in a

range of ways, safely negotiating space. They handle equipment and tools effectively, including pencils for writing.

Early Years Literacy ● Children read and understand simple sentences. ● Children use their phonic knowledge to write words in ways which match their spoken sounds. ● Children write simple sentences which can be read by themselves and others.

Early Years Mathematics

● Children explore characteristics of everyday objects and shapes (and use mathematical language to describe them)

Early Years Personal, social and emotional development ● Children are confident to speak in a familiar group. ● Children can choose the resources they need for their chosen activities. ● Children work as part of a group. ● Children take account of one another’s ideas and how to organize their activity. ● Children show sensitivity to others’ needs and feelings.

Early Years Understanding the world

● Children know about similarities and differences between objects and materials and living things. ● Children talk about the features of their own immediate environment and how environments might vary from

one another. ● Children make observations of animals and plants. ● Children recognise that a range of technology is used in places such as homes and schools. They select and

use technology for particular purposes.

Early Years Expressive arts and design ● Children safely use and explore a variety of materials, tools and techniques experimenting with colour, design,

texture, form and function. ● Children represent their own ideas, thoughts and feelings through role play and stories.

Curriculum Links

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KS1 English: Pupils should be taught to: Word Reading

• apply phonic knowledge and skills as the route to decode words • respond speedily with the correct sound to graphemes (letters or groups of letters) for all 40+ phonemes,

including, where applicable, alternative sounds for graphemes • read accurately by blending sounds in unfamiliar words containing GPCs that have been taught • read common exception words, noting unusual correspondences between spelling and sound and where these

occur in the word Reading comprehension

● develop pleasure in reading, motivation to read, vocabulary and understanding ● understand both the books they can already read accurately and fluently and those they listen to ● participate in discussion about what is read to them, taking turns and listening to what others say ● explain clearly their understanding of what is read to them

Writing ● write sentences ● discuss what they have written with the teacher or other pupils ● read aloud their writing clearly enough to be heard by their peers and the teacher ● name the letters of the alphabet ● naming the letters of the alphabet in order ● using letter names to distinguish between alternative spellings of the same sound

Spoken Language ● participate in discussions, presentations, performances, role play, improvisations and debates

KS1 Science: Pupils should be taught to:

● describe the simple physical properties of a variety of everyday materials (including a basic look at forces) identify that most living things live in habitats to which they are suited and describe how different habitats provide for the basic needs of different kinds of animals and plants, and how they depend on each other

● identify and name a variety of plants and animals in their habitats, including micro-habitats KS1 Art: Pupils should be taught to:

● use a range of materials creatively to design and make products ● use drawing, painting and sculpture to develop and share their ideas, experiences and imagination

KS1 Design Technology: Pupils should be taught to:

● design purposeful, functional, appealing products for themselves and other users based on design criteria ● select from and use a wide range of materials and components ● build structures

KS1 Geography: Pupils should be taught to:

● name and locate the world’s seven continents and five oceans ● name, locate and identify characteristics of the four countries and capital cities of the United Kingdom and its

surrounding seas ● use basic geographical vocabulary to refer to:

o key physical features, including: beach, cliff, coast, forest, hill, mountain, sea, ocean, river, soil, valley, vegetation, season and weather

o key human features, including: city, town, village, factory, farm, house, office, port, harbour and shop Drama:

● participate in role play

PSHE: ● explore feelings

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Eat Your People by Lou Kuenzler and illustrated by David Wojtowycz Objectives

• To order food and drink according to it being healthy and unhealthy • To design a healthy menu for a meal (or for a day)

Outcomes

• Children will be able to decide what is a healthy/unhealthy option for food and drink • Children will be able to categorise food and drink according to research from books • Children will be able to use vocabulary such as healthy, unhealthy, exercise and sugar to describe food and

drink • Some children will be able to use vocabulary such as carbohydrate, protein, dairy, vitamins and minerals to

describe food • Children may be able to see how different choices can help with a healthy lifestyle

Resources

• Eat Your People book • Resource sheet 1: Sort the food • Resource sheet 2: My healthy plate • Resource sheet 3: A monster’s plate • Scissors, glue • Books about being healthy

Lead in Read the book with the children. Pause at different points to ask why it was important for the little monster to eat his food. Discuss with the children what types of food they eat and why they don’t eat the same food as the monster.

Ask the children what types of food do they think are important to eat and why. How might it help them to remain healthy and be able to run around? Task Using Resource sheet 1: Sort the food, the children need to categorise the food and drink into what is healthy and unhealthy.

Give the children some books about being healthy and/or encourage the use of research skills using iPads etc. to help them find out what is healthy and unhealthy. The children need to use Resource sheet 2: My healthy plate to create a healthy menu for their breakfast, lunch and dinner along with the drinks that they might have with them, using the images from Resource sheet 1: Sort the food. What would keep them as healthy as can be? Extension The children need to design a healthy menu for a monster using Resource sheet 3: A monster’s plate. Ask: what might a monster eat that is different from what a person might eat?

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Sort the food

Use the pictures to sort the food and drink into healthy and unhealthy food and drink.


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My healthy plate

Create a healthy plate of food and a drink for breakfast.

Create two more healthy plates of food and drinks, one for lunch and one for dinner.


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A monster’s plate

What might the monster eat? Create a healthy plate of food and a drink for the monster.


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Eat Your People by Lou Kuenzler and illustrated by David Wojtowycz Objectives

• To use counting and addition skills to solve a problem • To find solutions to a mathematical problem using addition

Outcomes

• Children will be able to solve a problem • Children will be able to use their knowledge of counting to help with simple addition • Children will be able to use their knowledge of number bonds, addition and number skills • Children will be able to manipulate objects to help them solve the problem • Children may be able to produce a problem of their own for somebody else to solve

Resources

• Eat Your People books • Resource sheet 1: Monster family • Resource sheet 2: Monster madness solutions • Resource sheet 3: Design a problem

Lead in Look at the first page of the book with the monster family on it. How many teeth altogether does the monster family have? How many eyes do they have? Count the teeth and eyes. Pose a problem: if they wanted to show 10 teeth, which monsters would have 10 teeth altogether? (The answer from the picture is daddy monster and little green monster.) Resource sheet 1: Monster family shows pictures of the family of monsters to help the children with their counting.

Show the children Resource sheet 1: Monster family again and ask the children which monsters they would choose if they wanted 6 fingers altogether. The answer is Daddy and Monty: are they any other solutions? Task Using Resource sheet 2: Monster madness solutions, ask the children to solve the problem of which monsters would have 10/20 teeth altogether. Encourage the children to find as many solutions to the problem as they can. You could cut out the monsters to give the children a set to use for the problem solving, or for development of cutting skills, the children could cut out their own. Encourage children to record their solutions to the problems by drawing the answers and written calculations. Alternatively, you could use a camera to take pictures of their sums for recording purposes. Extension Children can create their own monsters to set a problem for other children in the class, eg, their monsters could have multiple arms, toes, fingers, spikes etc. They need to write down the problem on Resource sheet 3: Design a problem and design their monsters on this sheet.

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Monster family

Count the monster family’s teeth and eyes. How many teeth does the monster family have altogether? How many eyes does the monster family have altogether?


Monty has 4 teeth and 2 eyes. Monster sister

has 6 teeth and 3 eyes.

Mummy monster has 7 teeth and 3 eyes.

Daddy monster has 6 teeth and 2 eyes.

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Monster madness solutions

Here are some more monsters. Circle two monsters which have 5 eyes altogether.

Now circle two monsters which have 6 teeth altogether.

Is there just one solution to make 5 eyes or 6 teeth? Write the sums below:

+ = + =

+ = + =

+ = + =


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Design a problem

Design your own monsters in the boxes below. They could have different numbers of fingers, eyes or spikes.

+ =

+ =

Write a problem for a friend to solve using your monsters.


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Eat Your People by Lou Kuenzler and illustrated by David Wojtowycz Objectives To describe a monster using emotions To describe a monster using adjectives Outcomes Children will be able to use emotions to describe another character Children will be able to use adjectives to describe a character such as Monty Children will be able to write sentences to describe a monster Children will be able to design their own monster to describe Children will be able to describe themselves and make observations about themselves Resources Eat Your People book Resource sheet 1: Monty Resource sheet 2: Monster mayhem Resource sheet 3: Me Lead in Read the book and pause at different pages showing Monty, the little green monster. Discuss with the children what they notice about him at different points. Can the children pull faces showing Monty’s emotions throughout the book, eg, sad, disgust, happy etc?

Look at a series of pictures of Monty on Resource sheet 1: Monty. What do the children notice about him? Can they describe him using lots of different adjectives? Model writing these into sentences to describe Monty. Task The children need to design their own new monster character. They need to describe their monster using lots of different adjectives, eg, big/small etc. Can the children create a monster character description of their own monster using sentences? They can use Resource sheet 2: Monster mayhem to design and describe their monster. Extension The children need to look at themselves in a mirror. They need to draw a picture of themselves on Resource sheet 3: Me. They also need to write a description of themselves. Would they be the type of person that Monty and his family would eat?

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Monty

What do you know about Monty? Can you write lots of adjectives around him to describe what he looks like and how he might act?

Use your adjectives to write some sentences about Monty. For example: Monty is as green as can be.


Green

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Monster mayhem

Design your own monster below and write adjectives to describe it in the boxes.

Use your adjectives to write some sentences about your monster.


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Me!

Draw a picture of yourself in the picture frame and describe yourself by writing adjectives in the boxes.

Use your adjectives to write some sentences about yourself.


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Eat Your People by Lou Kuenzler and illustrated by David Wojtowycz Early Years Communication and Language


comments, questions and actions. ● Children listen attentively in a range of situations. ● They develop their own narratives and explanations by connecting ideas or events.

Early Years Physical Development

• Children handle equipment and tools effectively, including pencils for writing. • Children know the importance for good health of physical exercise, and a healthy diet, and talk about ways to

keep healthy and safe.

Early Years Literacy ● Children read and understand simple sentences. ● Children use their phonic knowledge to write words in ways which match their spoken sounds. ● Children write simple sentences which can be read by themselves and others.


● Children can count reliably with numbers from 1 to 20. ● Children can use quantities and objects. ● Children can add and subtract to find an answer. ● Children explore characteristics of everyday objects and shapes (and use mathematical language to describe

them).

Early Years Understanding the world • They know about similarities and differences between themselves and others, and among families,

communities and traditions.

Early Years Personal, Social and Emotional Development ● Children are confident to speak in a familiar group. ● Children can choose the resources they need for their chosen activities.

Early Years Understanding the World

● Children know about similarities and differences between objects and materials

Early Years Expressive Arts and Design ● Children safely use and explore a variety of materials, tools and techniques.

KS1 English: Pupils should be taught to: Spoken Language

● ask relevant questions to extend their understanding and knowledge ● articulate and justify answers, arguments and opinions ● participate in discussions, presentations, performances, role play, improvisations and debates

Reading comprehension ● develop pleasure in reading, motivation to read, vocabulary and understanding ● participate in discussion about what is read to them

Curriculum Links

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Writing ● write from memory simple sentences ● read aloud their writing clearly enough to be heard by their peers and teacher

KS1 Mathematics: Pupils should be taught to:

● count to and across 100 ● read, write and interpret mathematical statements involving addition (+) ● represent and use number bonds ● add to 20 ● solve one-step problems that involve addition and subtraction, using concrete objects and pictorial

representations ● solve problems with addition and subtraction ● recall and use addition and subtraction facts to 20 fluently, and derive and use related facts up to 100

KS1 Science: Pupils should be taught to:

• describe how animals obtain their food from plants and other animals, using the idea of a simple food chain, and identify and name different sources of food

• find out about and describe the basic needs of animals, including humans, for survival (water, food and air) • describe the importance for humans of exercise, eating the right amounts of different types of food, and

hygiene

KS1 Art: Pupils should be taught to: ● use a range of materials creatively to design and make products ● use drawing, painting and sculpture to develop and share their ideas, experiences and imagination

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Oi Dog! by Kes and Claire Gray and illustrated by Jim Field Objectives

• To match words and pictures according to rhyming words. • To come up with alternative rhyming words to write simple sentences.

Outcomes

• Children will be able to match rhyming words according to the sounds of the words. • Children will be able to choose alternative rhyming words for a new sentence about an animal. • Children will be able to write simple sentences.

Resources

• Oi Dog! book • Resource Sheet 1: Animals • Resource Sheet 2: Rhyming words • Resource Sheet 3: My new rhymes • Resource Sheet 4: Rhyming sentences

Lead in Read the first five pages up to “Really?” said the dog. ‘Really,” said the frog.

Show the children a picture of the dog, frog, and cat, and ask them what these animals sit on. Encourage the children to think of the rhyming words they have just heard from the reading. For instance, dog/frog, frog/log, cat/mat. What alternatives could the children come up for the cat, frog, and log?

Do not read any further in the book but show the children names of different animals from the story using the cards from Resource Sheet 1: Animals and the rhyming words on Resource Sheet 2: Rhyming words. Ask the children what the animals might sit on, concentrating on rhyming words. For example, show the cat and elicit responses such as mat, another cat, something flat, a gnat, etc. Record these on an enlarged copy of Resource Sheet 3: My new rhymes. Task Give the children Resource Sheet 1: Animals and encourage them to identify the animals in the book in relation to those listed on the sheet. Get them to think of some words that rhyme with the animals using Resource Sheet 2: Rhyming words to support. Get the children to match the animals with things they can sit on. The words need to rhyme. The children can then think of alternative rhyming words for each animal and can record these on Resource Sheet 3: My new rhymes. They can use their new rhyming words to create new sentences for the book to change different aspects of it. Use Resource Sheet 4: Rhyming sentences to record their new sentences. Extension The children can use the names of their classmates to come up with some rhyming words to create a class story, eg, Paul sat on the ball.

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Animals

Look at these animals. Can you find them all in the Oi Dog! book?

Cat Frog


Skunk

Poodle Cheetah Boar

Whale Mice

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Rhyming words

Match these words with a rhyming animal name.

Bog Mat Scale

Meter Floor Dice

Cog Door Tail

Bat Monk Bale

Doodle Rice Hog


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My new rhymes

Think of some new words that rhyme with the animals in the book. Write them in the thought bubbles.


Skunk

Poodle

Whale

Boar

Cat

Mice

Bear

dunk

chunk

Frog

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Rhyming sentences

Using your rhyming words to make some new sentences.


The mice asked the price of a loaf of bread.

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• To explore the habitats that different animals live in. • To research using books.

Outcomes

• Children will be able to name the animals and group them according to their habitats. • Children will be able to create a fact file about their habitat for a class book. • Children will be able to write simple sentences about their animal and habitat.

Resources

• Oi Dog! book • Resource Sheet 1.1: Habitats 1 • Resource Sheet 1.2: Habitats 2 • Resource Sheet 1.3: Habitats 3 • Resource Sheet 2: Animal fact file • Resource Sheet 3: Froggy endings • Scissors & glue • Books about animals

Lead in Read the book and look at the animals, pausing at different points in the story to think about where an animal might live (its habitat). Use Resource Sheet 1.1: Habitats 1, Resource Sheet 1.2: Habitats 2 and Resource Sheet 1.3: Habitats 3 to explore different habitats and find animals from the book that might live in each one. Task Explore one of the animals and its habitat, eg, a pig on a farm. Model how to create a fact file on this animal, using Resource Sheet 2: Animal fact file. Model how to draw and label the animal, and how to write a short description of its appearance. Then draw and write about what it likes to eat and where it lives. Demonstrate how to use books to find out information about the animals. Extension The children can create a new ending for the story about where frog sits using Resource Sheet 3: Froggy endings. Think about what else the frog could do at the end: Where could he sit? Who might he be with? What might he be doing?

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Habitats 1

Which animals from the book live in these habitats?

Pond

Flower garden

Lesson 2: Resource Sheet 1.1

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Habitats 2


Ocean

Forest


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Habitats 3


Farmyard

Jungle


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Animal fact file

Create a fact file on an animal to include what it looks like, what it eats and where it lives.


My animal is:

Picture: What does it look like?

Where does it live?

What does it eat?

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Froggy endings

Think about what else the frog could do at the end of the story. Could he be in a different habitat? Complete the sentences with your own ideas.

At the end of the story, I think the frog might sit

I think the frog might be with

I think the frog would be

I think the frog would feel


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• To explore the number of animals living in a habitat. • To ask questions about a block graph.

Outcomes

• Children will be able to categorise animals into different habitats. • Children will be able to create a block graph of the number of animals in a habitat. • Children will be able to answer questions about how many, most/least popular using a block graph. • Children will explore similarities and differences in eye colour in their class.

Resources

• Oi Dog! Book • Resource Sheet 1.1: Habitats 1, Resource Sheet 1.2: Habitats 2, Resource Sheet 1.3: Habitats 3 (from lesson 2) • Resource Sheet 1: Animal cut-outs • Resource Sheet 2: Other animals • Resource Sheet 3: Block graph • Resource Sheet 4: Class block graph

Lead in Cut-out the animals on Resource Sheet 1: Animal cut-outs and look at the book again. Remind children which animal cut-outs are the same as the animals in the book (match the illustrations in the book with the real-life photographs).

The children need to group and categorise the animals into different habitats and say where they might be found. Use the Habitats Resource Sheets 1.1, 1.2 and 1.3 from lesson plan 1 to remind children of the habitats to choose from: pond, forest, flower garden, jungle, ocean, or farm. Organise the cut-out animals into separate habitat groups.

Ask the children which other animals might live with the groups of animals in each habitats and use the blank cards on Resource sheet 2: Other animals to draw pictures of these animals. Next, model how to make a block graph that shows which animals live in which habitats. Task The children need to create a block graph of the animals and their habitats. Resource Sheet 2: Block Graph can be used to create this, or you can make a life-sized block graph using large pictures on the carpet. Ask the children questions such as which habitat has the most animals living in it? Which has the least? etc. Extension Can the children create a class block graph of hair colour using Resource Sheet 4: Class Block Graph? They could compare results with each other by asking each other the similar questions from the earlier task, eg, which hair colour do most children in the class have? Which hair colour has the least? Are their answers the same?

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Animal cut-outs

Cut-out these animals and group them into the following habitats; pond, flower garden, farm, ocean, forest, jungle.

Image of dog

Image of cat

Image of mice

Image of skunk

Image of pig

Image of bear

Image of cheetah

Image of slug

Image of crab

Image of cricket

Image of elephant

Image of leopard

Image of moth

Image of boar

Image of whale


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Other animals

Draw and cut-out some other animals that live in the following habitats; pond, flower garden, farm, ocean, forest, jungle.


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Block graph

Complete a block graph to show how many animals are in each of your habitat groups.

12

11

10

9

8

7

6

5

4

3

2

1

Pond Flower garden

Ocean Forest Jungle

Farm Other


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Block graph

Complete a block graph to show the hair colour of all children in the class.

24 23 22 21 20 19 18 17 16 15 14 13 12 11 10 9 8 7 6 5 4 3 2 1

Black Dark brown

Light brown

Blonde Red Other


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Early Years Communication and Language


comments, questions and actions. ● Children develop their own narratives and explanations by connecting ideas or events.

Early Years Literacy

● Children read and understand simple sentences. ● Children use their phonic knowledge to write words in ways which match their spoken sounds. ● Children write simple sentences which can be read by themselves and others.


• Children count reliably with numbers from 1–20, place them in order and say which number is one more or one less than a given number.

• Using quantities and objects, children add and subtract two single-digit numbers and count forwards or backwards to find the answer.

• Children solve problems, including doubling, halving, and sharing. • Children use everyday language to talk about size, weight, capacity, position, distance, time, and money to

compare quantities and objects and to solve problems. • Children recognise, create, and describe patterns. • Children explore characteristics of everyday objects and shapes and use mathematical language to describe

them. Early Years Personal, Social and Emotional Development

● Children are confident to speak in a familiar group. ● Children can choose the resources they need for their chosen activities. ● Children play co-operatively, taking turns with others. ● Children take account of one another’s ideas about how to organise their activity. ● Children show sensitivity to others’ needs and feelings, and form positive relationships with adults and other

children. ● Children talk about how they and others show feelings.


● Children know about similarities and differences between objects, materials and living things. ● Children make observations about animals and plants.

Early Years Expressive Arts and Design

● Children safely use and explore a variety of materials, tools and techniques. KS1 English: Pupils should be taught: Spoken Language

● To listen and respond appropriately to adults and their peers. ● To ask relevant questions which extend their understanding and knowledge. ● To give well-structured descriptions.

Curriculum Links

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Reading comprehension ● To develop pleasure in reading, motivation to read, a broadened vocabulary, and understanding. ● To participate in discussion about what they read, taking turns to contribute and listening to what others say. ● To explain clearly their understanding of what is read to them.

Writing ● To write sentences. ● To discuss what they have written with the teacher and other pupils. ● To read aloud their writing clearly enough to be heard by their peers and the teacher.

KS1 Science: Pupils should be taught: Working Scientifically

● To ask simple questions and recognise that they can be answered in different ways. ● To use their observations and ideas to suggest answers to questions.

Animals including humans ● To identify and name a variety of common animals, including fish. ● To identify and name a variety of common animals that are carnivores, herbivores and omnivores. ● To describe and compare the structure of a variety of common animals.

KS1 Geography: Pupils should be taught: Human and Physical Geography

● To use basic geographical vocabulary to refer to key physical features including: beach, cliff, coast, forest, hill, mountain, sea, ocean, river, soil, valley, vegetation, season, and weather.

KS1 Art: Pupils should be taught:

● To use a range of materials creatively to design and make products. ● To use drawing, painting, and sculpture to develop and share their ideas and experiences. ● To develop a wide range of art and design techniques in using colour, pattern texture, line, shape, form, and

space.

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The Prince of Pants by Alan MacDonald and illustrated by Sarah McIntyre Objectives

• To explore synonyms for ‘said’. • To write simple question and response sentences.

Outcomes

• Children will be able to come up with some alternative words for ‘said’ and draw a picture to show this. • Children will be able to write simple sentences that ask a question and give a response. • Children will be able to explore how a character might feel. • Children will be able to role play characters from the story.

Resources

• The Prince of Pants book • Resource Sheet 1: Said words • Resource Sheet 2: Where are my pants? • Video camera • Camera

Lead in Read the book with the children, pausing at different points and discussing with the children what they notice. One example might be animals in the story wearing the prince’s pants. How do the children think Prince Pip felt when he couldn’t find his pants? Discuss with the children how they would feel if they couldn’t find something special. What would they do? How would they solve the problem?

Look at the pages where he asks for help, eg, from the maid and guards. What did he ask them, and how did they respond? Role play this with the children, where one is Prince Pip and the other is the maid or guard. Task The children need to think about who else they could ask in the palace to find out where the prince’s pants are. How might this character speak? Can the children come up with some synonyms for ‘said,’ eg, chuckled, giggled, bellowed, shouted, etc, and write these on Resource Sheet 1: Said words (with a drawing for an action).

The children then need to use Resource Sheet 2: Where are my pants? to write out some questions to ask a character and that character’s response.

For instance: On the stairs he met a maid who was taking breakfast to the Queen. ‘Have you seen my pants?’ he asked. ‘No, I haven’t, they might have run off,’ she giggled.

Extension The children can take their question and answer sentences and act out a new part to the story. Use a video camera to record them to watch back later, or take photographs to put together in a class book.

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Said words

There are many words that can be used in place of ‘said’ for example: I shouted, he chuckled, she cried. Write down six words that can be used in place of ‘said’ in the boxes below and draw a picture of an action to show the meaning of each word. The first one has been done for you.

Words with the same meaning as ‘said’:

Action showing the meaning:

Shouted


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Where are my pants?

Think about the characters you might meet in the palace. Write out some questions you might ask them and what their answers might be.

Question: “Have you seen my pants?” he asked. Answer: “No, I haven’t, they might have run off,” she giggled.

Question: Answer:

Question: Answer:

Question: Answer


Characters: Pip meets the maid who was taking breakfast to the Queen.

Characters:

Characters:

Characters:

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• To design a special item of clothing using texture and different media.

• To explore and identify emotions. Outcomes

• Children will be able to colour in, paint, or use collage materials to decorate a new item of clothing.

• Children will be able to identify how they feel when they get a surprise.

• Children will be able to design, cut out and glue together a box for a present.

Resources

• The Prince of Pants book

• Resource Sheet 1.1: Design a new item of clothing (hat)

• Resource Sheet 1.2: Design a new item of clothing (t-shirt)

• Resource Sheet 1.3: Design a new item of clothing (dress)

• Resource Sheet 2: My special present

• Emotion Cards (these can be found here prior to the lesson)

• Scissors and glue

• Different art media such as colouring pencils, pens, paint and collage material

Lead in Read the book and concentrate on the last pages about Prince Pip’s party. How did Pip feel? Explore what it feels like to get something new for a special occasion. Use the emotion cards to help the children identify emotions and express how it feels to receive nice surprises. The children could each have a face from the sheet and hold up the one that they feel.

Explore with the children which item of clothing they might like to wear on a special occasion. Discuss ideas with the whole class.

Task Ask the children to design a new item of clothing for a special occasion. They can use either Resource Sheet 1.1: Design a new item of clothing (hat) or Resource Sheet 1.2: Design a new item of clothing (t-shirt) or Resource Sheet 1.3: Design a new item of clothing (dress) to help them. The children should label their designs to explain their choice of colours and patterns, as well as giving ideas for fabric, special features and what makes their design stand out.

Extension Using Resource Sheet 2: My special present, the children can design their own special box to hide a present in. Once they have designed it, they can cut it out and glue it together (it may be a good idea to print this resource sheet out on card to provide strength and stability to the boxes).

https://education.scholastic.co.uk/resources/355770

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Design a new item of clothing (hat)

Your task is to design a brand new item of clothing (a hat) for a special occasion. Think about colour, fabric, any special features or things to make it different and stand out. Remember to label your design.


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Design a new item of clothing (t-shirt)

Your task is to design a brand new item of clothing (a t-shirt) for a special occasion. Think about colour, fabric, any special features or things to make it different and stand out. Remember to label your design.


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Design a new item of clothing (dress)

Your task is to design a brand new item of clothing (a dress) for a special occasion. Think about colour, fabric, any special features or things to make it different and stand out. Remember to label your design.


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My special present

Design your own special box to hide a present in. Once you have designed it, have a go at cutting it out and gluing it together (you may need to ask a grown-up to help you).


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• To work out clues to come to logical answers. • To collaborate to solve a problem using map skills.

Outcomes

• Children will work out which pants belong to which character by using clues in the text. • Children will locate the pants around the room in teams. • Children will record a location on a map.

Resources • The Prince of Pants book • Resource Sheet 1: Whose pants? • Resource Sheet 2: Hide the pants • Resource Sheet 3: Pants clues • Resource Sheet 4: Find the pants

Lead in Using Resource Sheet 1: Whose pants? the children should make suggestions about who the different pants could belong to (a magician, a pirate, an ice-cream seller, an astronaut).

Read the book, pause at different points and discuss with the children what has happened to Prince Pip’s pants. Encourage the children to look closely at the pictures to see if they can find some clues. Were the children correct in their answers? Why/why not? Try to get them to explain their reasoning.

Task Using Resource Sheet 2: Hide the pants, cut out and hide pictures of the pants around the classroom. Working in pairs or groups, the children need to hunt around the classroom and find the pants which match the clues on Resource Sheet 3: Pants clues. Challenge them to use directional language on their hunt such as left, right, up, down, near and far, etc. Once the pants have been found, children can use Resource Sheet 4: Find the pants to tick them off.

Extension The children could make a treasure map of the setting that shows where their pants were found. The children could also design their own pants with a different focus, eg, habitats (where animals might live), maths (addition bonds, etc) and write their own clues for them.

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Whose pants?

Who could these pants belong to?


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Hide the pants

Cut out these pants and hide them around the classroom. Children can use Resource Sheet 3: Find the pants to tick off the pants when they find them.


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Pants clues

Like a treasure hunter, can you identify the pants from these clues and find them around your classroom?


To find these pants you’d have to play a trick.

The Queen’s special Scottish Dog might wear these.

You’d find these at night!

These pants will make you purr with joy!

Cluck cluck. Be careful not to lay an egg!

This animal lives in a pond and hops!

These come out at night. We can sing a nursery rhyme about these.

After a hot sunny day, wear these.

You see this in the sky before you hear thunder.

If you travelled to space you might see these.

A sports game where you use a round ball to play.

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Find the pants

Tick off the pants when you have found them.


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The Prince of Pants by Alan MacDonald and illustrated by Sarah McIntyre Early Years Communication and Language


comments, questions, and actions. ● Children develop their own narratives and explanations by connecting ideas or events.

Early Years Literacy

● Children read and understand simple sentences. ● Children use their phonic knowledge to write words in ways which match their spoken sounds. ● Children write simple sentences which can be read by themselves and others.


● Children explore characteristics of everyday objects and shapes and use mathematical language to describe them.

Early Years Personal, Social and Emotional Development

● Children are confident to speak in a familiar group. ● Children can choose the resources they need for their chosen activities.


● Children know about similarities and differences between objects, materials, and living things. ● Children make observations about animals and plants. ● Children select and use technology for particular purposes.

Early Years Expressive Arts and Design

● Children safely use and explore a variety of materials, tools, and techniques. ● Children use what they have learnt about media and materials in original ways, thinking about uses and

purposes. ● Children represent their own ideas, thoughts, and feelings through design and technology, art, music, dance,

role play, and stories. KS1 English: Pupils should be taught: Spoken Language

● To listen and respond appropriately to adults and their peers. ● To ask relevant questions to extend their understanding and knowledge. ● To give well-structured descriptions.

Reading comprehension ● To develop pleasure in reading, motivation to read, broaden vocabulary, and understanding. ● To participate in discussions about what is read to them, taking turns and listening to what others say. ● To explain clearly their understanding of what is read to them.

Writing ● To write sentences. ● To discuss what they have written with the teacher and other pupils. ● To read aloud their writing clearly enough to be heard by their peers and the teacher.

Curriculum Links

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KS1 Science: Pupils should be taught: Working Scientifically

● To ask simple questions and recognise that they can be answered in different ways. ● To use their observations and ideas to suggest answers to questions.

Animals including humans

● To identify and name a variety of common animals, including fish. ● To identify and name a variety of common animals that are carnivores, herbivores and omnivores. ● To describe and compare the structure of a variety of common animals.

KS1 Geography: Pupils should be taught: Human and Physical Geography

• To use simple compass directions (North, South, East and West) and locational and directional language [for example: near and far, left and right] to describe the location of features and routes on a map.

KS1 Art: Pupils should be taught:

● To use a range of materials creatively to design and make products. ● To use drawing, painting, and sculpture to develop and share their ideas and experiences. ● To develop a wide range of art and design techniques in using colour, pattern texture, line, shape, form, and

space.

Documents

Picture Books - d3ddkgxe55ca6c.cloudfront.net · Picture Books . Page 2 of 65. ... sensory collage, eg, using rough material for a tree trunk, fur for animals, etc. ... they are describing